Dagens samhälle börjar alltmer kretsa kring användandet av smartmobiler. Mobila applikationer är integrerade i vår vardag på många olika sätt, och de utvecklas ständigt och blir fler. Under den senaste tiden har det också blivit allt mer populärt att ägna sin tid åt träning och motion. Fysisk aktivitet förbättrar människors hälsa och förebygger riskerna att drabbas av vissa sjukdomar. Många personer använder sig idag av olika träningsapplikationer som ett hjälpmedel i samband med sin träning. Statistiken visar att fler och fler använder sig av träningsapplikationer, vilket gör det intressant att undersöka vad i träningsapplikationerna som hjälper användarna att öka sin motivation till träning och motion. Syftet med detta arbete var att undersöka om det fanns, och i så fall vilka funktioner i träningsapplikationen RunKeeper som ökar användarens motivation. För att ta reda på detta utfördes en kvantitativ enkätundersökning, kvalitativa intervjuer och en dagboksstudie där fem personer medverkade i en månad. Resultatet av undersökningen visar att de flesta som använder RunKeeper upplever att de blir mer motiverade till att träna och motionera med hjälp av applikationen. Resultatet visar att det finns en skillnad i vilka funktioner som upplevs mest motiverande av användarna, beroende på hur mycket kunskap om och hur mycket användarna använder applikationen. Personer som inte använder Runkeeper kontinuerligt upplever funktionen att logga sin egen träning mest motiverande, medan de som använder applikationen ofta och har god insikt i applikationens  funktioner anser att ledartavlan är det som motiverar mest. / In todays society we can see an increasing appliance of smartphones. Mobile applications are integrated in our daily life in many different ways, and they are continuously developing and launching new applications on the market. Lately it has become more popular to engage in various workout activities. Physical activity has grand benefits for health, and prevents the risks of getting diseases. Many people today are using different workout and fitness applications when they are exercising.  Statistics are showing that the number of users of workout and fitness applications are increasing, which makes it interesting to do research about what it is in the applications that are helping the users to get more motivated to workout. The purpose of this work is to investigate if there is, and in that case which, functions in the fitness application RunKeeper that increases the users motivation. To examine this a quantitative survey, qualitative interviews and an one month long survey with five people   was carried out. The result of this work shows that most people who use RunKeeper experience that they get more motivated to exercise due to the application. The result shows that there is a difference concerning what functions that the users find most motivating, depending on how much knowledge and how frequent a person uses the application. People who don’t use the application constantly, finds the function to track their own exercise most motivating. The people who uses the application a lot and have good insight in the various functions in RunKeeper, finds the leaderboard most motivating.

This thesis explores how to use gamification for an IPTV platform to increase user engagement. Gamification has been defined as the use of game elements in non-game contexts. This thesis describes the fundamental concepts about gamification and taps on the practical use of these concepts for media and TV consumption. Based on interviews and an online survey we developed and evaluated low-fi prototypes to study some key aspects of Gamification for IPTV solutions. 19 people, not real users, participated in the final evaluation of the last designed low-fi prototype providing qualitative results through an evaluation survey. The result of this case study is a set of game techniques that could be valid for a platform like Ericsson Multiscreen TV, which is the base platform in this thesis. None precedent studies have been found in the research community on the use of gamification on an IPTV platform.

Context: In this work a system, the eco service, is developed that incorporates elements from gamification to help drivers adapt to a more energy-efficient driving style. An energy-efficient driving style can help reduce fuel consumption, increase traffic safety and help reduce the emissions made from vehicles. Objectives: The main goal of this work is to explore ways of how gamification can be used in the context of eco-driving. Evaluating different elements and how they work in this context is important to help drivers to continue improving their driving style. Method: The eco service was tested on 16 participants where each participants was asked to drive a predetermined route. During the experiment the participants were given access to the eco service in order to gain feedback on their driving. Lastly interviews were held with each participant on questions regarding the use of gamification and how it can be improved in the context of eco-driving. The research was done in collaboration with a swedish company, Swedspot AB, that works with software solutions for connected vehicles. Results & Conclusions: Positive results were found on the use of gamification. Participants reported that the eco service made them more aware of their driving situation and how to improve. Game elements with positive influence were reward and competitive based and helped motivate the driver to improve.

En los últimos años, el uso de la gamificación en la educación superior se ha orientado a mejorar el nivel de compromiso de los estudiantes en el aprendizaje. El modelo de educación por competencias no es ajeno a esta pedagogía que hoy se apoya en la creatividad del docente y en la participación del estudiante. El objetivo de la presente investigación fue analizar cómo el uso de la gamificación incide en el incremento de dominio de la competencia informacional en estudiantes universitarios. El enfoque utilizado es mixto. En la fase cuantitativa con diseño cuasi experimental se utilizó el cuestionario ALFIN-Humass para medir la percepción del desarrollo de la competencia (pre y pos) y se demostró que hay diferencias significativas entre el pretest y postest del grupo experimental en la percepción del desarrollo de ALFIN (t = –4,63; p < 0,01). En la cualitativa, se llevó a cabo un grupo focal cuyos resultados confirmaron los hallazgos cuantitativos. La contribución de este trabajo radica en señalar la pertinencia de la gamificación como estrategia didáctica en el desarrollo de las competencias informacionales. / In recent years, gamification in higher education aimed to improve the level of student engagement in learning. The model of education by competencies is no stranger to this pedagogy, which today relies on teacher creativity and student participation. The objective of this research was to analyze how gamification affects the increase in the mastery of information skills in university students. The research approach used is mixed. In the quantitative phase with a quasi-experimental design, the ALFIN-Humass questionnaire was used to measure the perception of competence development (pre and post), showing that there are significant differences between the pretest and post-test of the experimental group in the perception of ALFIN development (t = -4.63; p <.01). In the qualitative one, a focus group was conducted whose results confirmed the quantitative findings. The contribution of this work lies in pointing out the relevance of gamification as a didactic strategy in the development of Information Literacy Competency.

I denna studie har vi redogjort för vad spelifiering är och hur det går att applicera i en lärandemiljö för att motivera och engagera elever. Vi har tagit avstamp i en rapport från Skolinspektionen som visar på att elever i dagens skola lider av brist på stimulans och stöd. Därför har vårt syfte med denna studie varit att undersöka ifall detta lärandeperspektiv kan fungera som verktyg/metod för att öka elevers engagemang och stimulans samt ifall den kan innebära stöd för elevers lärande. Spelifiering innebär inte att elever ska spela spel under lektionerna utan att man tar olika element från spel och för in dem i en lärandemiljö. I studien ges en rad olika exempel på dynamiker och mekniker som används i spel samt vilken eller vilka funktioner dessa har och hur de kan påverka elevers motivation. Vi tydliggör även dessa olika mekaniker och dynamikers funktioner genom att ge exempel på olika spel och hur de används i dessa spel.Vi har valt att genomföra en kvalitativ litteraturstudie där vi jämför spelifiering med etablerad forskning kring inlärningspsykologi, hjärnforskning, motivations- och pedagogikteorier för att legitimera spelifiering ur ett teoretiskt perspektiv. Detta gör vi då spelifiering inte är en egen sammanhållen teori utan snarare är ett perspektiv som grundar sig i en mängd olika teorier och forskning.I resultatdelen ges exempel på hur de olika mekanikerna, dynamikerna och komponenterna kan aktivera motivation och engagemang samt vissa konkreta exempel på hur de kan användas i undervisning.Avslutningsvis diskuterar vi olika problem som vi har hittat i teorin samt drar en del slutsatser som vi anser vara viktiga att tänka på om man ska genomföra en spelifiering av sitt klassrum.I diskussionsdelen kommer vi även att koppla ihop spelifiering med ämnet samhällskunskap som är vårt huvudämne. Vi kommer att förklara varför spelifiering lämpar sig bra till ämnet samhällskunskap och ge ett konkret exempel från Amnesty International på hur man kan använda olika mekaniker, dynamiker och komponenter i ett ämnesområde. Amnesty International har ett antal olika simuleringsövningar som behandlar mänskliga rättigheter. Dessa övningar är tydliga exempel på spelifiering då de innehåller många av de olika element som finns inom spelifiering.

Background         Across centuries, games are part of human life. In his article "Keeping up with ... Gamification," Kim (2015) indicated that the development of Information Technology has taken gaming to the reach of individuals around the world, thus expanding worldwide collaboration and interaction. Parallelly, With the removal of the obstructions of time and space, E-learning platforms have attracted millions of students. "Here we are now, entertain us," if we could pick one phrase that would portray modern learning procedure, this statement would suit best. Games have been available in education for quite a while (Sciforce, 2018). Turning to this strategy in E-learning would have been unavoidable. However, gamification is not equivalent to games intrinsically. It is alluded to as the "utilization of game components within non-game contexts" (Deterding, Dixon, Khaled, &amp; Nacke, 2011). Although previous studies illustrate the noticeable benefits of gamification in E-learning, the negative effects however remain largely implicit and overlooked. Purpose:              The purpose of this study is to explore the negative effect of Gamification in E-learning in the eyes of university students who are familiar with modern technology and terms in learning field and has decided to choose a course that is very focus and meet their need. The study thereby helps university students and the others to understand the comprehensive view about gamification in E-learning, especially in the negative side. Moreover, this paper would help the E-learning platforms for better Gamification-design. Method:              Following the purpose of this study, an exploratory qualitative research with an inductive approach was used. In particular, in-depth interviews with open-ended questions were utilized to have an insight into the interviewees' perception about Gamification in E-learning.   Conclusion:          The result of the study indicate that gamification could make student get bored (Attention), losing confident, stressful and feeling helplessness (Confident), annoying, uncomfortable and reluctant (Satisfaction), distracted and want to give up (Volition) In the theme of Engagement, gamification has the noticeable negative impact on Community Support factor, slightly impact on Peer Collaboration and Cognitive Problem solving, and almost no effect on Interact with Instructor and Learning Management factor. In detail, gamification could make learners feel useless, frustrate, confusing, and want to give up.

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Im Rahmen dieser Masterarbeit soll eine open-source und frei verfügbare Simulation eines Ökosystems in Unity konzipiert, implementiert und evaluiert werden, welche skalierbar, erweiterbar und grafisch anpassbar ist. Hierfür wird ein theoretisches Konzept vorgestellt, welches danach in Unity implementiert wird. Dafür werden bewährte Dokumentationsformen wie UML-Diagramme benutzt, um eine Erweiterbarkeit möglichst einfach zu gestalten. Darüber hinaus wird eine Gamification der Simulation stattfinden, welche gleichzeitig quantitativ ausgewertet wird, um Hypothesen zur Leistung, der Benutzbarkeit sowie der Einschätzung der Visualisierung zu klären. Es wurde eine Problemanalyse sowie der aktuelle Forschungsstand und nötige Grundlagen erläutert. Darüber hinaus findet eine Zielgruppenanalyse statt, bei der vier Hauptgruppen vorgestellt werden, wobei lernende Personen einen besonderen Stellenwert haben. Anschließend wird der aktuelle Forschungsstand vorgestellt, zusammen mit den grundlegenden mathematischen Modellen zur Simulation selbst. Darüber hinaus werden biotische und abiotische Faktoren erklärt und wie diese modelliert sind. Die Umsetzung eines Prototyps findet in der Unity Engine statt und resultiert in einer Anwendung, welche von Personen aus der Zielgruppe „lernende Personen“ erprobt wird. Diese können nach der Anwendung dazu Fragen beantworten. So neigen zum Beispiel Personen aus dieser Zielgruppe eher dazu, dass die Anwendung unterhaltsam sein solle anstelle von lehrreich. Besitzen aber zugleich einen hohen Anspruch an gestellten Aufgaben und Visualisierung. Die simulierende Leistung liegt bei circa 10.000 Agents, welche Pflanzen oder Tiere sind, zusammen mit einem anpassbaren Klima- und dynamischen Zeitsystem zusammen mit Datenvisualisierung, wie zum Beispiel der Bodenfeuchte und dessen Veränderung über die Zeit.:Abkürzungsverzeichnis Glossar 1 Einleitung 2 Problematik und Definitionen 2.1 Problemanalyse 2.2 Zielgruppenanalyse 2.2.1 Industrie 2.2.2 Öffentliche Einrichtungen 2.2.3 Bildungsbereich 2.2.4 Hypothesen 2.2.5 Beschreibung aus Sicht von Benutzenden 2.3 Definitionen und Begriffe 2.3.1 Simulation 2.3.2 Biologische Ökosysteme 2.3.3 Simulation eines Ökosystems 2.3.4 Agent 2.3.5 Gamification 2.4 Aktueller Stand 2.5 Fokus der Simulation 2.6 Thematische Abgrenzung 2.6.1 Marine Ökosysteme 2.6.2 Teile der Flora 2.6.3 Teile der Fauna 2.6.4 Stoffkreislauf und Rolle des Destruenten 2.6.5 Chemische Wechselwirkungen 2.6.6 Verhaltensweisen von Agents im Vergleich zu Tieren 3 Modellierung der Simulation 3.1 Mathematische Grundlagen 3.1.1 Knoten, Kanten und Graphen 3.1.2 Raycast 3.1.3 Quaternionen 3.1.4 Hashset 3.1.5 Symmetric Dictionary 3.1.6 Zufall 3.1.7 Perlin Noise 3.1.8 Zeit 3.1.9 Sonnenwinkel 3.2 Grafik 3.3 Abbildung von biologischen Vorgängen 3.3.1 Reaktion auf Grundlage von Neuronen 3.3.2 Grundbedürfnis 3.3.3 Eigenschaften 3.3.4 Fortpflanzung und natürliche Mutation 3.3.5 Selektion 3.4 Zeit 3.5 Umwelt 3.5.1 Pflanzen 3.5.2 Boden 3.6 Eventsysteme 3.6.1 Zeitevents 3.6.2 Klima-Events 3.6.3 Benutzerevents 3.6.4 Taskevents 3.7 Gamification 4 Implementation in Unity 4.1 Unity Engine 4.1.1 Unity-Engine Vorstellung 4.1.2 Benutze Unity Funktionen 4.1.3 Unity Render-Pipeline 4.2 Abbildung des geplanten Systems 4.2.1 Klassenübersicht 4.2.2 Simulationsverwaltung 4.2.3 Zeitbehandlung 4.2.4 Klimasimulation 4.2.5 Player Controller 4.2.6 Aufgabenverwaltung 4.2.7 Agentcontroller 4.2.8 Laufzeitanalyse 4.3 Benutzeroberflächen und Design 4.3.1 Aufbau und Oberflächenkonzeption 4.3.2 Umsetzung der Oberfläche 5 Evaluation 5.1 Definitionen und Rahmenbedingungen 5.2 Definitionen der Fragen 5.3 Auswertung 5.3.1 Statistische Auswertung 5.3.2 Hypothesenuntersuchung 5.3.3 Freitextanalyse 6 Abschluss 6.1 Zusammenfassung 6.2 Auswertung 6.3 Ausblick Literaturverzeichnis Abbildungsverzeichnis Tabellenverzeichnis Anhang / In the context of this master thesis, an open source simulation of an ecosystem in Unity is to be designed, implemented and evaluated. This system has to be scalable, expandable and graphically adaptable for any potential use cases. For this purpose, a theoretical concept will be presented which will be implemented in Unity. Proven forms of documentation such as UML diagrams are used in order to make extensibility as simple as possible. Furthermore, a gamification of the simulation will take place, which will be evaluated quantitatively at the same time in order to clarify hypotheses on performance, usability and the assessment of the visualisation. A problem analysis as well as the current state of research and necessary basics were explained. In addition, a target group analysis is carried out, in which four main groups are presented, with special emphasis on learning people. The current state of research is then presented, together with the basic mathematical models for the simulation itself. Furthermore, biotic and abiotic factors are explained and how they are influenced by other factors. The implementation of a prototype takes place in the Unity Engine and results in an application that is tested by learning people. After the tasks of the application, they can answer questions about it and could give Feedback. For example, people from this target group tend to want the application to be entertaining instead of educational. At the same time, they have high expectations of the tasks and visualisation. The simulating performance is about 10.000 agents which are plants or animals, together with an adaptable climate and dynamic time system together with data visualisation such as soil moisture and its change over time.:Abkürzungsverzeichnis Glossar 1 Einleitung 2 Problematik und Definitionen 2.1 Problemanalyse 2.2 Zielgruppenanalyse 2.2.1 Industrie 2.2.2 Öffentliche Einrichtungen 2.2.3 Bildungsbereich 2.2.4 Hypothesen 2.2.5 Beschreibung aus Sicht von Benutzenden 2.3 Definitionen und Begriffe 2.3.1 Simulation 2.3.2 Biologische Ökosysteme 2.3.3 Simulation eines Ökosystems 2.3.4 Agent 2.3.5 Gamification 2.4 Aktueller Stand 2.5 Fokus der Simulation 2.6 Thematische Abgrenzung 2.6.1 Marine Ökosysteme 2.6.2 Teile der Flora 2.6.3 Teile der Fauna 2.6.4 Stoffkreislauf und Rolle des Destruenten 2.6.5 Chemische Wechselwirkungen 2.6.6 Verhaltensweisen von Agents im Vergleich zu Tieren 3 Modellierung der Simulation 3.1 Mathematische Grundlagen 3.1.1 Knoten, Kanten und Graphen 3.1.2 Raycast 3.1.3 Quaternionen 3.1.4 Hashset 3.1.5 Symmetric Dictionary 3.1.6 Zufall 3.1.7 Perlin Noise 3.1.8 Zeit 3.1.9 Sonnenwinkel 3.2 Grafik 3.3 Abbildung von biologischen Vorgängen 3.3.1 Reaktion auf Grundlage von Neuronen 3.3.2 Grundbedürfnis 3.3.3 Eigenschaften 3.3.4 Fortpflanzung und natürliche Mutation 3.3.5 Selektion 3.4 Zeit 3.5 Umwelt 3.5.1 Pflanzen 3.5.2 Boden 3.6 Eventsysteme 3.6.1 Zeitevents 3.6.2 Klima-Events 3.6.3 Benutzerevents 3.6.4 Taskevents 3.7 Gamification 4 Implementation in Unity 4.1 Unity Engine 4.1.1 Unity-Engine Vorstellung 4.1.2 Benutze Unity Funktionen 4.1.3 Unity Render-Pipeline 4.2 Abbildung des geplanten Systems 4.2.1 Klassenübersicht 4.2.2 Simulationsverwaltung 4.2.3 Zeitbehandlung 4.2.4 Klimasimulation 4.2.5 Player Controller 4.2.6 Aufgabenverwaltung 4.2.7 Agentcontroller 4.2.8 Laufzeitanalyse 4.3 Benutzeroberflächen und Design 4.3.1 Aufbau und Oberflächenkonzeption 4.3.2 Umsetzung der Oberfläche 5 Evaluation 5.1 Definitionen und Rahmenbedingungen 5.2 Definitionen der Fragen 5.3 Auswertung 5.3.1 Statistische Auswertung 5.3.2 Hypothesenuntersuchung 5.3.3 Freitextanalyse 6 Abschluss 6.1 Zusammenfassung 6.2 Auswertung 6.3 Ausblick Literaturverzeichnis Abbildungsverzeichnis Tabellenverzeichnis Anhang

Background: With the increased emphasis on technology-based education, in-person educational escape room puzzles are gaining popularity in higher education. In response to challenges in delivering quality education within the virtual environment, the need to expand learning opportunities within the digital environment has never been greater. Methods: The purpose of this study is to investigate nursing students’ experience using gamification Virtual Interactive Puzzle Escape Room (VIPER), which incorporates tasks of medication calculations and safe blood transfusion procedures. Using a quasi-experimental explanatory post-test design, the sample consisted of (N=52) third-year nursing students enrolled in a medical-surgical nursing course from Ottawa, Ontario. The reliable and validated GAMEX tool was used to assess the gameful experience of the VIPER. A secondary question identified if age of participants influence their gameful experience scores. Results: Participants perceived VIPER improved knowledge, skills and judgement and can be an effective educational modality to apply skills of medication calculations and reinforce the nursing skills in complex clinical interventions. Conclusions: By incorporating creative and engaging game elements into nursing education, educators can enhance the learning experience of nursing students and prepare them to provide high-quality patient care.

The concept of gamification is being increasingly explored and applied to offer new teaching or training tools to teachers, students or employees. The field of geology and geometallurgy wasn’t particularly discussed in the topic of gamification. With the objective of creating a synthetic geometallurgical database and a game structure for a gamified simulation of a metal mine, the eastern part of the Malmberget deposit in Sweden was simplified and modelled.The geological model was obtained with assumptions of continuity and proximity, and the lack of data was reconciled using targeted randomization and regular statistics to achieve a smoother and realistic result. A rule book was created to establish the framework that a geometallurgy game should follow,using a slightly adapted version of the Desing thinking framework by the Nielsen group, which consists of elaborating ideas and concepts, implementing them and testing the results before integrating feedbacks to the creation of future elements. The accent was put on obtaining an interactive experience where the player can try various things with a reasonable difficulty, and an accessibility to feedbacks.The purpose of this project is to elaborate a mining simulation game, that could be a valuable tool in the understanding of the interdisciplinary concept of geometallurgy, as well as raising the awareness about sustainable development and how mining can be a part of it. The starting point of this project is another attempt at gamifying geometallurgy by P. Lamberg. The simulation of mineral processing was done using the HSC Sim utilizing 8 different flowsheets that were designed to offer a variety and enable strategic choices. The events occurring at a real mine and beneficiation plant were translated into simple rules. The outcome is a realistic geological and processing model, which through the addition of mining, economics and market strategy, becomes a comprehensive geometallurgy database.